Several recent studies have examined the impacts of No Child Left Behind (NCLB) on school operations and student achievement. We complement that work by investigating the law's impacts on teachers' perceptions of their work environments and related job attitudes, including satisfaction and commitment to remain in teaching. Using four waves of the…

Discusses the direct instruction pattern, which is based on teacher-centered classroom organization, as a workable teaching style, especially among children of the lower class. Describes teacher behaviors involved in implementing this teaching style, and suggests the use of an observation instrument to monitor direct instruction behaviors.…

Middle-school French teacher discusses a classroom-management quiz on handling situations involving student misbehavior that she created for teachers. Includes quiz questions and answers. (PKP)

The authors discuss criteria for evaluating teachers' classroom performance and especially innovative performance. They also suggest a model structure for teacher evaluation. (CH)

Discusses need for comprehensive assessment involving ability, personality, and motivation when young people are referred to mental health service with problems of school failure. Reviews traits associated with obsessive-compulsive personality style and explores impact on school performance. Presents three case examples to illustrate how this…

Explores use of fiction in the classroom as a tool for enhancing the self-understanding of adolescents. Two novels by S.E. Hinton are used as examples. Discusses theoretical consideration as well as practical classroom activities. (Author)

Defines self-efficacy as personal judgments of performance capabilities in a given domain of activity and discusses the role of self-efficacy during classroom learning of cognitive skills. Research findings are presented showing how different educational practices affect self-efficacy. (NRB)

A study by Yanouzas and Sanders shows that positive feedback works sometimes and with some students. Such feedback, however, should be personalized and should not be automatic, i.e., either unwarranted or inexplicitly related to the student's work. (GC)

Examines why computers are used less often in classrooms than in other organizations; suggests that technological innovations have never been central to national school improvement movements, and that the dominant cultural belief about teaching, learning, and proper knowledge and about the way schools are organized for instruction inhibits…

A list of truisms concerning adult learning are listed and explained. They cover the areas of (1) motivation to learn, (2) curriculum design, and (3) classroom experience. Also included is an annotated list of resources on adult learning. (CT)

The authors examine the special educator's plight in translating laboratory findings into classroom practice, in terms of the possible ungeneralizability of the experimental outcomes. (Author/PHR)

Discusses several ingredients which represent a reasonable sense of direction for promoting effective inclusionary practices in schools: staffing, teacher-led staff development, effective classroom practices, the importance of higher-order literacy, and other considerations. (SR)

Challenges inhibiting forms of individualistic competition and presents use of cooperative learning as an effective method for conflict resolution and interpersonal skill building. Sees cooperative approach for classroom use as both developmental and ongoing. (Author/NB)

Addressing issues, concerns, and practices surrounding how children use spelling and become competent, confident spellers and writers, this booklet provides practical information, personal stories of practicing North Carolina teachers, strategies, and helpful suggestions for transitioning from textbook spelling to spelling in use. Sections of the…

Discusses the implications of the multimodal or BASIC ID Model for education. Reviews the importance of imagery to learning and suggests how educators might better use mental imagery for enhancing academic achievement. (JAC)